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Teacher Growth Guide 1.1 – Marzano Strategies<br />

Standard 1: Content knowledge aligned with appropriate instruction.<br />

The <strong>teacher</strong> understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that<br />

make these aspects of subject matter meaningful and engaging for students.<br />

Quality Indicator 1: Content knowledge and academic language<br />

Emerging Developing Proficient Distinguished<br />

1E1) The emerging <strong>teacher</strong>…<br />

1D1) The developing <strong>teacher</strong> also… 1P1) The proficient <strong>teacher</strong> also… 1S1) The distinguished<br />

<strong>teacher</strong> also…<br />

Knows and can demonstrate breadth and depth of<br />

content knowledge and communicates the meaning<br />

of academic language.<br />

Delivers accurate content<br />

learning experiences using<br />

supplemental resources and<br />

incorporates academic language<br />

into learning activities.<br />

Infuses new information into<br />

instructional units and lessons<br />

displaying solid knowledge of<br />

the important concepts of the<br />

discipline.<br />

Score = 0 1 2 3 4 5 6 7<br />

(MDQ) Not Using<br />

Strategy is called for but<br />

not exhibited<br />

Beginning<br />

Strategy is done incorrectly or<br />

with parts missing<br />

Developing<br />

Strategy is done correctly<br />

Applying<br />

Strategy is done correctly and its<br />

impact/effectiveness monitored<br />

Marzano, Robert. J. (2007). The Art and Science of Teaching. Virginia: The Association for Supervision and Curriculum Development (ASCD).<br />

Has mastery of taught<br />

subjects and continually<br />

infuses new researchbased<br />

content knowledge<br />

into instruction.<br />

Innovating<br />

Adapts/creates new strategies<br />

for unique student<br />

needs/situations<br />

MDQ 1.1 The Teacher Provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal<br />

Teacher<br />

Posts a learning goal so all students can see it<br />

Uses a goal that is a clear statement of knowledge/information, not an activity or<br />

assignment<br />

Makes reference to the goal throughout the lesson and may use a scale or rubric<br />

Student<br />

Can explain the learning goal and how current activities relate to it<br />

Can explain the levels of performance articulated in the scale or rubric<br />

MDQ 2.6 The <strong>teacher</strong> identifies a lesson or part of a lesson as involving important (critical or non-critical) information to which students should pay particular attention<br />

Teacher<br />

Explains why upcoming content is important<br />

Cues students using tone of voice, body position or level of excitement<br />

Teacher<br />

Has established routines for student grouping and student interaction in groups<br />

Uses ad hoc groups including dyads, triads, and small groups up to 5 members<br />

Student<br />

Can describe the level of importance and why it is important to pay attention to it<br />

Visibly adjusts their level of engagement<br />

MDQ 2.7 The <strong>teacher</strong> organizes students into small groups to facilitate the processing of new information<br />

Student<br />

Moves into groups in orderly fashion and understands appropriate expectations and<br />

Visibly adjusts their level of engagement<br />

MDQ 2.8 The <strong>teacher</strong> engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages<br />

Teacher<br />

Uses preview questions, reminds students what they know, provides and advance organizer<br />

Has students brainstorm, uses anticipation guide and/or motivational hook/launching<br />

activity<br />

Student<br />

Can explain linkages or prior knowledge and make predictions about upcoming content<br />

Engages in previewing activities and can give a purpose for what they are about to learn

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